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He underwent valve repair surgery and was placed on an extended course of antibiotic therapy. His symptoms gradually resolved, with normalization of his immunological markers. The patient's immunosuppressive regimen was eventually discontinued. He remains on lifelong antibiotic suppression therapy. CONCLUSIONS This case highlights the importance of awareness of infectious causes of endocarditis in patients with underlying autoimmune diseases such as SLE. This rare case of C burnetii endocarditis may have been associated with underlying valvular SLE.
Future physicians should feel comfortable educating patients on disease-specific diets, and culinary medicine is an innovative approach to preparing medical students for this task. We present an engaged-learning program where medical students give community cooking demonstrations to gain experience counseling adults on nutrition and simultaneously develop understanding of the social determinants of health. Student volunteers undergo training in culinary skills, nutrition, motivational interviewing, and social determinants of health. They then lead cooking demonstrations at a local farmers' market and later participate in a group debriefing session with faculty.
Postexperience surveys were obtained. The primary outcome evaluated was feasibility of this educational intervention. Secondary outcomes were (1) student perception of the value of the program and (2) student self-rated learning of nutrition science, nutrition education, and social determinants of health.
A total of 117 students participated in the program over 3 years and 57% answered the postexperience survey. Students filled 91% of available volunteer slots (79 first-, 26 second-, 3 third-, and 9 fourth-year students). In a postexperience survey, 94.7% responded that the experience resulted in learning about nutrition education and 82.4% reported learning about social determinants of health. In commentary, students note that medical education was enhanced by interacting with community members.
Culinary education in a community setting is a feasible medical school service-learning activity that is well received by students. It can enhance learning of nutrition counseling skills and improve student understanding of the social determinants of health.
Culinary education in a community setting is a feasible medical school service-learning activity that is well received by students. It can enhance learning of nutrition counseling skills and improve student understanding of the social determinants of health.
The undergraduate medical curriculum has undergone a major revision. This study was designed to systematically review the revised Indian medical school curriculum to assess the extent of coverage of antimicrobial resistance (AMR) and antibiotic stewardship-related competencies.
We undertook a document review of the recently revised Indian medical curriculum to identify the extent of coverage of competencies related to AMR and antibiotic stewardship. With the use of a previously described search strategy, we queried the online freely accessible version of the curriculum in duplicate and independently. We describe by volume, by subject and by the tenets of Miller's pyramid all references to AMR and stewardship.
Out of 2939 competencies that medical students are expected to complete over a 5.5-year period, 17 (0.57%) relate to AMR and antibiotic stewardship policies (ASP). There are no references to AMR or ASP in Pediatrics, Surgery, Obstetrics and Gynecology, Ear, Nose and Throat, Ophthalmology and Orthopedics. Community Medicine has few links through integrated teaching but has no direct AMR or ASP content. When categorized by Miller's domains, two of the competencies, both in Pharmacology, deal with the "Does" category, which is the practical skill gained by the student. There are five competencies which belong to the "Shows How" category and the remaining 10 belong to the knowledge categories.
There is poor coverage of AMR and stewardship in the revised Indian medical curriculum, suggesting that there is very little appreciation of the enormous threat that AMR poses to public health. This is a huge missed opportunity that needs immediate corrective action.
There is poor coverage of AMR and stewardship in the revised Indian medical curriculum, suggesting that there is very little appreciation of the enormous threat that AMR poses to public health. This is a huge missed opportunity that needs immediate corrective action.
The Posta Sanitaria Las Lilas (La Posta) is a health promotion project of the medical school. Its purpose is to improve the health of individuals and the society by fostering qualitative changes in people's attitudes and habits in relation to every aspect of their health. The project serves a population of 25,000 inhabitants that live in conditions of vulnerability and poverty. It is based on a specific approach to social commitment and accountability that integrates teaching, research, and care with the whole community.
The project activities are oriented toward key dimensions for each person and the community. There are two programs health and education that involve physicians, students, residents, teachers, volunteers, and community members.
The project has increased the number of medical appointments, medical records, and workshop participants. It is difficult to establish objective indicators that may reflect the changes in the life of the community members. learn more In this article, findings of an impact e of project participants' personal resources rather than merely addressing their unmet needs. This requires thinking about people in all dimensions (biological, psychological, social, and spiritual).
In developing countries, marginalized groups of the society suffer due to inadequate health workforce, physical inaccessibility to health-care facilities and nonavailability of appropriate services. Service-learning, which combines community service with structured preparation and reflection exercises, may be used to reach such communities. Service learning electives aimed at teaching students their required coursework as well as the importance of commitment to the community, were developed.
In four different projects, college students developed and delivered an educational campaign to community members. Knowledge of participants was tested pre- and post-intervention. For two projects, on-site hemoglobin (Hb) testing was provided through point of care testing before and at 8 weeks' post-intervention. Women and children were given immediate treatment. Focus group discussion was carried out for students and participants.
Significant improvement was seen in the sense of social responsibility of students and knowledge of community members about iron deficiency anemia in all the four campaigns.